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Project demonstration

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  • 1. By: Beranda Cantrell, Katie Ferguson, & Darron Woodward
  • 2. Introduction   For this course, our group decided to create a program that used Experiential Learning as a method of teaching.  As a group we decided on helping adults with interviewing skills so that they can successfully complete an interview and obtain a career.  With the lack of jobs these days, our group wanted to ensure that people know the proper way to interview so that they are more likely to obtain a job.
  • 3. By the end of the program a client should know:   How to dress for an interview.  What materials to bring to an interview.  How to greet the interviewer.  How to answer questions asked during an interview, as well as what questions they should ask.  How to follow up after the interview.
  • 4. Findings: the usefulness of Experiential Learning   Kolb and Kolb (2005) say that the “Experiential Learning Theory defines learning as the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience”(p.194).  Knowledge is embedded in experience.  Experiential Learning takes place around us all the time.  Reflection is key to the transfer of knowledge to experience.
  • 5. Ways to Utilize Experiential Learning   Storytelling  Parables  Fables  Videos  Role-plays  Simulations
  • 6. Conclusion of Findings   Through our literature reviews we found many ways to incorporate Experiential Learning into our program.  The main way we are incorporating Experiential Learning is through simulation with the use of mock-interviews.
  • 7. Applications: Literature Review   Johnston and Usher (1997) state, “experience is conceived as the foundational „bedrock‟ of knowledge.”  Our program is based on the idea that students learn from experience; therefore students actually take part in an interview to gain knowledge.  Experiences are key to learning. Experiences can be formal, informal, individual, group, etc. Experiences are happening all around us all the time.
  • 8. Applications: Literature Review   Mezirow (as cited in Michelson, 1999) claims about educating adults that educators must “facilitate dialogic communities to enable learners to engage in rational discourse and action.” Dialogue amongst learners and reflection is crucial to student success. In our program we intentionally built in feedback sessions on interview skills that allow learners to have necessary discourse.
  • 9. Applications: Program Investigation  Program Features applied from FDA Pharmacy Student Experiential Program:  Offers choice and differentiation for learners  Recognizes importance of reflection and intentionally designs space for reflection  Pushes learners outside his/her comfort zone  Program provides authentic experiences to enhance learning
  • 10. Applications: Program Investigation  Program Features applied from American University’s Interview Training Techniques Program:  Encourages learners by increasing confidence in skills and ability  Provides scaffolding for necessary skills  Allows time for consultation and feedback from peers and facilitators This program closely mirrors the program we designed. By incorporating features from both investigations, our group was able to create a well-balanced interview skill building program that is based upon experience.
  • 11. Evaluations: Lisa Eglen  “In addition to the links to various websites and discussion cited in the plan, it would be beneficial to the participants to be presented with a rubric. Rubrics present the criteria for a quality interview.” If we developed our program, we would definitely include rubrics for students to use to not only reflect on their performance but allow others to provide feedback as well.
  • 12. Evaluations: Michelle Woodward  “Clearly define the homework objectives as the syllabus could bind you to not having homework when clearly there are projects and assignments that will require outside of class work.” Remembering to clearly define homework objectives, as well as daily learning objectives, will strengthen our program. We must remember to be clear on expectations to ensure student success.
  • 13. Implications   Confidence in the interview process will “seal the deal”.  Each interview builds on the skills and training received.  The role play interviews are in place to build confidence and prepare for difficult or awkward situations.  Book work is great, but as we stated, the learning experience is increased by taking action.
  • 14. Implications   Programs that educate people on how to interview and how not to interview are vital to increasing the skills of those who are struggling with basic interview skills  Each phase of our training program is designed to build on each other. This allows each participant to recognize what they are learning and how to use it.
  • 15. Implications   Understanding each part of the interview process is important.  Attire – “Dress for Success” & dress to your surroundings – Show up to interview like you belong.  Questions – answer them honestly and with confidence. Be prepared to ask pertinent questions.  What to bring – coming unprepared sets up for failure  Follow up – critical to show how you are different than the other candidates, and shows drive and determination.
  • 16. Implications   Practicing the interviewing process and how to handle process are a vital step to increasing the Interview Skill set of each of the participants.  In conclusion, many people talk about what to do in an interview. Through studies and review it is obvious that people learn by doing, for the most part. Programs like this one are the cornerstone to helping someone achieve their goals.